Code‐switching in US ethnic literature: multiple perspectives presented through multiple languages

For the multilingual author, switching between two or more languages is not an arbitrary act, nor is it simply an attempt to mimic the speech of his or her community; code‐switching results from a conscious decision to create a desired effect and to promote the validity of the author's heritage language. This article looks at code‐switching in literary texts between Spanish and English, English and Chinese, and English and Jemez, a Native American language. Incorporating native and heritage languages along with English within a literary work, usually through code‐switching, creates a multiple perspective and enhances an author's ability to express his or her subject matter.     

Characteristics of a cognitive tool that helps students learn diagnostic problem solving

Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement of completeness appear to aid learning most.     

‘Hottest brand,coolest pedagogy’: approaches to corporate branding in Singapore's higher education sector

This article examines the corporate branding efforts of Singapore's publicly funded higher education institutions within a context of neoliberal marketization. Adopting a discourse-analytic perspective, it examines the kind of branding approaches employed by Singapore's universities and polytechnics, and how these approaches are realized discursively in their brand artefacts. Three main approaches are identified and discussed. Referred to as (i) characterizing the brand; (ii) positioning the brand and (iii) personalizing the brand, they are constituted by a variety of language devices and discursive strategies such as positive evaluation, colloquial language and the use of particular metaphors, and represent a spread of approaches ranging from the more fact/reason-based to the experience/emotion-oriented. While the institutions employ a range of approaches, the findings of the analysis suggest that experience/emotion-oriented approaches are better elaborated in the artefacts, and gaining traction in the sector as a whole.     

Referral and placement recommendations of teachers toward gifted handicapped children

Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students.     

The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

This study explored students' perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students ( M  = 12.26) from Nanjing, China, and 709 middle school students ( M  = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student–student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.     

Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献